Reflective renovation: Insights from a collaborative and active learning space project evaluation

Bing Mei, Lawrence May


With growing knowledge about the effectiveness of collaborative or team-based learning in developing important skill sets among students, the development of collaborative and active learning space (CALS) classrooms has gained increasing momentum in recent years. However, there currently exists a paucity of research evaluating the impact of these CALS projects, especially from the perspective of the staff within the institutions that implement them. In view of this gap, this study, using secondary data, reports an institutional evaluation of a CALS project from the teachers’ perspectives. Both quantitative and qualitative results suggest that overall, the CALS project was positively viewed by the teachers. Nonetheless, challenges were also revealed such as, classroom settings, digital infrastructure, and technical support. The findings suggest that instead of viewing digital technology as a panacea, the implementation of a CALS project should be regarded as a systematic project, which involves stakeholders across an educational institution, including administrative staff, teaching staff, support staff, and students.


collaborative and active learning space; evaluation; digital technology; reflection

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